COVID-19's Impact on Learning Losses and Learning Inequality in Colombia

Autor/in	Vegas, Emiliana
Institution	Brookings Institution, Center for Universal Education
Titel	COVID-19's Impact on Learning Losses and Learning Inequality in Colombia
Quelle	(2022), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; School Closing; Disadvantaged; Foreign Countries; Learning Processes; Academic Achievement; Trend Analysis; Personal Autonomy; Achievement Tests; Comparative Analysis; Gender Differences; Socioeconomic Status; School Effectiveness; Correlation; Colombia + Suchen Sie Ihr Suchwort? School closings; Schule; Schließung; Schließung (von Schulen); Ausland; Learning process; Lernprozess; Schulleistung; Trendanalyse; Individuelle Autonomie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Schuleffizienz; Korrelation; Kolumbien
Abstract	This brief focuses on Colombia which, like most countries globally, closed its schools in March of 2020 due to the COVID-19 pandemic. As throughout most of Latin America, Colombian schools remained closed for over a year, and they only began to gradually reopen in July 2021. The brief explores the pandemic's impact on student learning by analyzing trends in student achievement in national assessments from 2015 to 2019 and comparing them with student achievement in the same national assessments carried out in 2020 and 2021. It also explores the extent to which students in subnational territories (ETCs)--the equivalent to U.S. states, except some are certified by the national government to have more autonomy in spending than others--with different lengths of school closure periods experienced varying levels of learning losses. Findings indicated that the effects of COVID-19 on student learning in Colombia were greatest for female students and students from wealthier backgrounds, a surprising finding given that studies from other countries have found that students from socioeconomically disadvantaged households suffered larger learning losses than their peers from wealthier households. A plausible explanation is that in Colombia students from wealthier backgrounds tend to attend better schools. Findings also showed that learning losses due to COVID-19 were lower in ETCs that provided access to in-person schooling sooner. (ERIC).
Anmerkungen	Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01